以法語為母語之有無發展性語言障礙兒童：類比推理動態評估與句法之關係

// The Relationship Between Dynamic Assessment of Analogical Reasoning and Syntax in French-Speaking Children With and Without Developmental Language Disorder

研究比較97名典型發展與98名語言發展障礙（DLD）兒童｜DLD整體較差，但兩組在動態類比推理（矩陣完成）同樣進步；靜態句法與AR無關，動態句法學習（句法啟發）由AR預測，DLD尤顯著｜保存的類比推理潛能可減輕DLD句法困難，具介入價值

// We tested whether analogical reasoning (AR) learning potential predicts syntactic learning in 97 typically developing and 98 French-speaking children with developmental language disorder (DLD) using static and dynamic tasks (dynamic AR with prompted matrix completion; dynamic syntax with syntactic priming). Children with DLD scored lower overall, but both groups showed similar improvement on the dynamic AR task. Static syntactic skills did not relate to AR, whereas dynamic syntactic learning was predicted by AR—mainly in children with DLD (only the most complex structure was marginally affected in TD children). Thus, stronger AR learning potential predicts better syntactic learning in DLD, suggesting preserved AR could lessen syntactic difficulties and guide interventions.

Published 2026年9月17日